T A S M A N I A N
C E R T I F I C A T E
O F
Psychology
E D U C A T I O N
TQA Level 3, Size Value = 15
THE COURSE DOCUMENT
This document contains the following sections:
RATIONALE ......................................................................................................................
COURSE SIZE AND COMPLEXITY ..................................................................................
COURSE DESCRIPTION ..................................................................................................
COURSE REQUIREMENTS .............................................................................................
LEARNING OUTCOMES ..................................................................................................
COURSE CONTENT .........................................................................................................
COURSE ...........................................................................................................................
ASSESSMENT ..................................................................................................................
Quality Assurance Processes ................................................................................
External Assessment Requirements ......................................................................
Criteria ...................................................................................................................
Standards .............................................................................................................
Qualifications Available ..........................................................................................
Award Requirements .............................................................................................
ACCREDITATION .............................................................................................................
VERSION HISTORY .........................................................................................................
RATIONALE
Through this course students are introduction to the discipline of Psychology. The course describes
the role of Psychology in various contexts and its contribution to the social and behavioural
sciences.
This course can serve as stepping stone to further study in this field or to many various pathways.
Students can develop an understanding of themselves and their relationships with others and their
society through the study of Psychology.
Students are introduced to the variety of thinking in classic and current topics, such as learning,
memory, perception and individual differences.
The course covers the research approaches used in Psychology through which students gain a
broad perspective of the study as a science. Students apply the principles of scientific research to
investigations of Psychology.
© Copyright for part(s) of this document may be held by individuals or organisations other than the TQA
Version 1
Period of Accreditation: XXXX
Date of Publication:
2
Psychology
COURSE SIZE AND COMPLEXITY
This course has been assessed as having a complexity level of TQA level 3.
At TQA level 3, the student is expected to acquire a combination of theoretical and/or technical and
factual knowledge and skills and use judgment when varying procedures t o deal with unusual or
unexpected aspects that may arise. Some skills in organising self and others are expected. TQA
level 3 is a standard suitable to prepare students for further study at the tertiary level. VET
competencies at this level are often those characteristic of an AQF Certificate III.
The TQA level 3 course has a size value of 15.
COURSE DESCRIPTION
Psychology provides an understanding of human behaviour and experiences of the individual. In
doing so, students develop a familiarity with central concepts, used by psychologists, and their
application for understanding behaviour.
The course provides an understanding of the relationship between thoughts, feelings and
behaviour and how they are underpinned by environmental and biological factors. It enables
students to apply enquiry skills of psychology to real life situations.
They explore the meaning of scientific method in Psychology and undertake minor research
experiments to appreciate the methodology and practice of Psychology and its role in the
behavioural sciences. Students will be able to demonstrate knowledge of the basic concepts and
techniques of Psychology, communicate ideas and evaluate research findings relating to specific
issues in Psychology.
COURSE REQUIREMENTS
There are five modules in this course. Students will study every module.

Research and inquiry

Individual differences

Human learning

Psychobiological processes

Remembering
Students are required to complete an externally assessed Investigation Project on a topic from one
of the above modules. The Investigation Project complements the knowledge and understanding of
psychology that students have acquired from the study of the above modules.
LEARNING OUTCOMES
Through the study of Psychology students will:


develop an understanding of human behaviour and the experiences of the individual.
use a range of empirical evidence to support a psychological view.
.



display knowledge of theories and ideas that explain human behaviour.
analyse and evaluate information relevant to psychology
apply the research skills of psychology to real life situations.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
3
Psychology
TQA 3
COURSE CONTENT
i)
RESEARCH AND INQUIRY
FUNDAMENTAL PRINCIPLE
The understanding of human behaviour relies predominantly on current research and theories.
FOCUS QUESTIONS:



What is Psychology?
How and why do psychologists undertake research?
What are the ethical considerations of research?
RECOMMENDED CONTENT
NB this area is taught through the content of other modules and is the main focus of the
Investigation Project.
Teachers should have a copy of the Investigation Project Guidelines (Available on the
TQA website)
Students should be provided with these guidelines.

Psychology is the scientific study of human behaviour. Its goals are to describe,
understand, predict and control behaviour.

Whenever possible psychologists seek empirical evidence (objective and observable)
based on scientific observation.

The scientific method is used to improve upon common sense and avoid the pitfalls of
informal observation. Important steps in scientific investigation usually include defining a
problem, reviewing the literature, proposing a hypothesis, choosing a research design,
collecting the necessary data, analysing the results and drawing conclusions.

Basic methods of research (primary sources) include: experimentation, survey,
observational studies and the use of existing secondary sources. The strengths and
weaknesses of each method.

Psychological research raises a number of ethical questions.
ESSENTIAL CONCEPTS
Research Methods



primary and secondary resources
qualitative and quantitative research
case study; observation; experiment; survey; existing sources.
The Scientific Method
 validity; bias; hypothesis; operational definitions; sampling (random and opportunistic),
allocation of subjects (experimental, control, matched pairs); reliability.

Experimental controls
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
4
Psychology

o independent and dependent variables
o experimental and control conditions
o placebos; single-blind, double-blind.
Ethical considerations
[ ref. National Statement on Ethical Conduct in Research Involving Humans (NHMRC
2001& NPP)]
ii) INDIVIDUAL DIFFERENCES
FUNDAMENTAL PRINCIPLE
Individual differences arise out of the interaction between heredity (biological) and environmental
factors.
FOCUS QUESTIONS:
 What is the evidence for the biological argument?
 What is the evidence for the environment argument?
 What is the interactionist perspective?
Teachers should select ONE of the following areas to investigate the interactive process between
the environment and genetic potential.



Gender differences
Intellectual differences
Personality differences
RECOMMENDED CONTENT
Gender differences
What is gender and gender identity?
Theoretical explanations for sexual and gender identity and related research






Biological influence
Biosocial influence
Socio-cultural influence
Social learning
Cognitive development theory
Gender schema
Intellectual differences
What is intelligence?
 Multiple intelligences
 Measuring intelligence
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
5
Psychology
TQA 3



Effects of deprived environments
Environmental enrichments
Biological evidences
Personality differences
What is personality?
 Types of personality assessment of personality (testing, profiling)
 Biological inheritance

Environmental influences
Theories
 Trait theories
 Type theories
 Other theories e.g. behaviourism, humanistic
ESSENTIAL CONCEPTS
Gender Differences
 Genetic endowment, heredity, genes, biological influences, development, maturation
 Environmental influences
 Gender
 Gender roles
 Gender identity
 Stereotypes
 Sexual identity
Intellectual Differences
 Genetic endowment, heredity, genes, biological influences, development, maturation
 Environmental influences
 Intelligence
 Intellectual potential
 Deprivation
 Enrichment
Personality Differences
 Genetic endowment, heredity, genes, biological influences, development, maturation
 Environmental influences
 Personality traits/types
 Personality inventories
 Self
 Situational self/personality
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
6
Psychology
iii) PSYCHOBIOLOGICAL PROCESSES
FUNDAMENTAL PRINCIPLE
Psychological and physiological processes influence visual perception and consciousness.
FOCUS QUESTIONS:
 How does perception allow the individual to make sense of the world?
 How is normal waking consciousness distinguished from altered states of consciousness?
RECOMMENDED CONTENT
Sensation
This should be covered as background for the following topics but will not be directly or singularly
assessed in the external exam



basic understanding of how the eye works and anatomy
reception; the eye as a sensory organ
sensation functions as a data reduction system through the processes of attention,
thresholds, feature detection and sensory adaptation

colour vision

the senses go beyond the raw data
Teachers should select ONE of the following areas:
Perception
 perception involves organising and interpreting sensations into meaningful patterns

because of a limited capacity to attend to and process information the brain actively selects,
organises and integrates information

attention is selective and is influenced by the nature of the stimuli, principles of perceptual
organisation and interpretation, and the individual's expectations

the individual's perception is influenced by their perceptual set, therefore each individual
has a subjective view of the world

bottom up and top down processes interact (Gibson; Gregory; Neisser)
Consciousness

the features of NWC include: attention; content; time; limitations; self-control; and clear. It is
perceived as ‘real’

altered states of consciousness are characterised by distortions of perception, cognition,
time, emotions, self control
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
7
Psychology
TQA 3


comparison of altered states of consciousness with normal consciousness. The evidence
for the debate on the differences and similarities between normal awareness and altered
states of consciousness are to be gathered from the study of sleep and dreaming (however
examples from other ASC such as drug induced, hypnosis and meditation may be used to
explain concepts).
comparison of the theories of sleep and dreaming
o Sleep
 Restoration (repair)
 Survival (adaptive/evolutionary)
o Dreams
 Wish-fulfilment (Freud)-Psychodynamic View
 Activation-Synthesis (Hobson & McCarley)- Biological View
 Problem-Solving - extensions of waking life (Cartwright) – Cognitive View
ESSENTIAL CONCEPTS
Perception
 perception
 perceptual principles
 Gestalt processes
 constancies
 three dimensional processes; distance and depth cues
 top-down and bottom up processes
 perceptual set
 illusions
 physiological influences
Consciousness
Normal waking consciousness
 characteristics normal waking consciousness
o measurements of consciousness
o awareness (internal and external)
o continuum of consciousness
o attention: selective; divided;
o psychological processes: cognitive; memory; perception; and emotion
Altered states of Consciousness
 characteristics of altered states of consciousness
o physiological changes (e.g. heart beat, brain waves, respiration, galvanic skin
responses)
o distortion of perception and cognition (including context and time)
o change in emotion
o loss of self control (reduction in inhibition)
Sleep and dreaming theories
 Restoration
 Survival
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
8
Psychology




Wish-fulfilment (Freud)
Problem-Solving (Cartwright)
Activation-Synthesis (Hobson & McCarley)
Reverse Learning (Crick & Mitchison)
iv) HUMAN LEARNING
FUNDAMENTAL PRINCIPLE
Human learning can occur through various processes
FOCUS QUESTIONS:
 How do humans learn?
 How can humans’ behaviour be modified?
RECOMMENDED CONTENT
 emphasis on human real life applications
 conditioning (classical and operant)
 observational learning (involves attention, retention, motivation, reproduction)
 cognitive learning
 difference between learning and performance
 the role of reinforcement in learning
 the role of cognitive processes in learning
 relativity of rewards and punishments
ESSENTIAL CONCEPTS:
Classical Conditioning
 habitual behaviour
 reflex response, un/conditioned stimulus and response
 extinction and spontaneous recovery
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
9
Psychology
TQA 3




stimulus generalisation and discrimination
phobias – acquisition
systematic desensitisation
aversion therapy
Operant Conditioning
 reinforcement; positive, negative, primary, secondary, schedules of reinforcement,
 punishment; positive, response cost (negative)
 shaping
 learned helplessness
 two-factor learning
Observational Learning
 indirect learning through observation
 modelling, imitation (synonymous terms)
 model
 vicarious classical and operant conditioning
 consequences (rewards & punishments)
 vicarious reinforcement
 cognitive processes
Social Cognitive Learning (includes classical, operant, observational and cognitive
forms)
 learning sets
 transfer of learning
 insight learning
 latent learning
 cognitive maps
V) REMEMBERING
FUNDAMENTAL PRINCIPLE
How the memory processes information
FOCUS QUESTIONS:




How are memories formed?
What are the processes involved in storing information in memory?
What causes forgetting?
How can memory be improved?
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
10
Psychology
RECOMMENDED CONTENT
Memory
Memory involves an active processing system that receives, organises, stores and recovers
information
Multi-store Memory Model (Atkinson and Shiffrin 1968) - process and store information in three
separate but linked stages



sensory memory
short term memory (working memory)
long term memory [types: declarative (semantic and episodic) procedural]
Organisation in Memory eg. Semantic Network theory
Alternative models to consider are:
 Levels of Processing model (Craik and Lockhart 1972)
 Working Memory (Baddeley)
Forgetting
Forgetting curve (Ebbinghaus)
Psychological explanations of forgetting (see concept list)



retrieval failure
interference
motivated forgetting
Physiological factors


decay
organic (amnesia and disease)
Various techniques for improving recall.



elaboration and organisation (Craik and Tulving)
consolidation
mnemonic devices (narrative chaining, method of loci, pegword method, acrostics,
acronyms)
ESSENTIAL CONCEPTS
Memory




information processing system: encoding, storage, retrieval
models of memory
o Multi-store model (sensory, short term and long term memory)
o Levels of Processing model
o Working memory
semantic network theory
rehearsal; elaborative and maintenance
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
11
Psychology
TQA 3




chunking
elaboration
consolidation
false memories (constructionist view, confabulation). NB. This may be covered under
forgetting
Psychological Explanations of forgetting
(non organic)








failure to encode
retrieval failure; cue dependent and state/context dependent forgetting
interference theory; retroactive and proactive
motivated forgetting (repression & suppression)
decay theory
tip-of-the-tongue
serial position effect
pseudo forgetting
(organic)




amnesia
Alzheimer’s disease
Korsakoff’s syndrome
memory loss over lifetime
Techniques to enhance memory
 elaboration
 organisation
 consolidation
 mnemonic devices
Recommended Texts
Grivas, Down and Carter (2005) Psychology (VCE Units 3 & 4) 3rd Edition MacMillan Education
Australia Pty Ltd, South Yarrra
Or the 4th edition if available
Heinemann, Rawlings, Skouteris and Whitechurch (2007) Psychology Two, 2nd Edition Harcourt
Education, Port Melbourne
PLotnik (2005) Introduction to Psychology, Thomson Wadswoth Publisher, Belmont
Or the 8th edition if available
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
12
Psychology
W ORK REQUIREMENTS
INVESTIGATION PROJECT
The Investigation Project Guidelines are available on the TQA website and students should be
provided with these guidelines. The Investigation Project is externally assessed. TQA will notify
schools/colleges of the due date.
SUGGESTED APPROACH
It is suggested that students be given 5 weeks to complete the project. These weeks can be split
up and not have to be done in a block. Teachers have found that parts of the project are useful to
undertake when covering the research and inquiry module and the topic module. They have also
found that a mini/practice Investigation is a useful preparation.
Students will show how psychological principles, research methods and empirical evidence are
applied to find solutions to a specific problem by addressing the focus question and using concepts
from the modules.
The focus of their investigation must reflect the basic processes that influence the behaviour of the
individual.
It is suggested that students narrow their investigation topic by taking a particular focus within the
designated area.
Rotation of Topics for IP and Exam:
Year
2011
IP
(Criteria 1& 7)
Remembering
2012
Human Learning
2013
Individual
Differences
Psychobiological
Processes
2014
Exam Section A
(Criteria 3 & 5)
Psychobiological
Processes
Remembering
Human Learning
Individual
Differences
Exam Section B
(Criteria 3 & 4)
Individual
Differences
Psychobiological
Processes
Remembering
Human Learning
Exam Section D
(Criteria 4 & 5)
Human Learning
Individual
Differences
Psychobiological
Processes
Remembering
ASSESSMENT
Criterion-based assessment is a form of outcomes assessment which identifies the extent of student
achievement at an appropriate end-point of study. Although assessment – as part of the learning
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
13
Psychology
TQA 3
program - is continuous, much of it is formative, and is done to help studen ts identify what they need to
do to attain the maximum benefit from their study of the course. Therefore, assessment for summative
TCE reporting should focus on what both teacher and student understand to reflect end -point
achievement.
The primary audience for assessment is the student and the teacher, but may also include parents when
appropriate.
The standard of achievement each student attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’,
according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a student demonstrates any achievement against a criterion less than
the standard specified for the ‘C’ rating. The ‘t’ notation sits outside the continuum of ratings and is thus
not described in course standards.
A ‘z’ notation is to be used where a student provides no evidence of achievement at all.
Providers offering this course must participate in the quality assurance processes.
Internal assessment of all criteria will be made by the provider. Providers will report the student’s rating
for each criterion to the Tasmanian Qualifications Authority.
The Tasmanian Qualifications Authority will supervise the external assessment of designated criteria (*).
The ratings obtained from the external assessments will be used in addition to those provided from the
provider to determine the final award.
The Tasmanian Qualifications Authority will supervise the external assessment of designated
criteria (*). The ratings obtained from the external assessments will be used in addition to those
provided from the provider to determine the final award.
EXTERNAL ASSESSMENT REQUIREMENTS
The external assessment requirements for this course consist of:


a 3 hour examination that assesses criteria 3,4, and 5.
an Investigation Project that assesses criteria 1 and 7.
QUALITY ASSURANCE PROCESSES
The following processes will be facilitated by the TQA to ensure there is:
 a match between the standards for achievement specified in the course and the standards
demonstrated by students
 community confidence in the integrity and meaning of the qualification.
Processes – the Authority gives course providers feedback about any systematic differences in the
relationship of their internal and external assessments and, where approp riate, seeks further evidence
through audit and requires corrective action in the future.
ASSESSMENT CRITERIA
The assessment for psychology will be based on the degree to which the learner can:
1. *communicate ideas and information
2.
plan organise and complete activities
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
14
Psychology
3. *use evidence to support a psychological view
4.
*analyse and evaluate ideas and information related to Psychology
5.
*display knowledge and understanding of psychological concepts and ideas
6.
apply psychological principles to real life situations
7.
* demonstrate understanding and application of psychological research methods
* = externally assessed criteria]
STANDARDS
Note: where no description for a ‘B’ rating is given, markers are to make a judgement as to
whether the student achievement lies somewhere between the standard provided for the ‘C’
and the ‘A’ rating
CRITERION 1:
COMMUNICATE IDEAS AND INFORMATION
Rating ‘C’
A student can:

provide basic information
with examples to support
ideas.

communicate in a manner
that is clear and logical

convey basic
psychological ideas and
information in appropriate
ways(format)
Tasmanian Qualifications Authority
Version 1
Rating ‘B’
A student can:


provide clear ideas
and information with
supporting examples
clearly convey
psychological ideas
and information in
appropriate
ways.(format)
Rating ‘A’
A student can:

provide clear and
[ detailed information
and ideas supported
with appropriate
examples.

communicate in a
manner that is logical,
accurate, succinct and
coherent.

select the most
appropriate ways
(format) to clearly
convey psychological
ideas and information.
Period of Accreditation: XXXXX
Date of Publication:
15
Psychology
TQA 3
CRITERION 2:
PLAN, ORGANISE AND COMPLETE ACTIVITIES
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 provide limited planning
detail
A student can:

formulate a clear plan
[ with detail steps
 organise activities in a
basic way

carefully and
accurately organise
activities
 undertake and complete
activities in a basic way

competently undertake
and complete activities

consistently show selfdirection and time
management skills to
negotiate or meet
deadlines
 show time management
skills to negotiate or meet
deadlines
Criterion 3:

Rating ‘A’

formulate a plan with
relevant steps
show self-direction and
time management
skills to negotiate or
meet deadlines
USE EMPIRICAL EVIDENCE TO SUPPORT A PSYCHOLOGICAL VIEW
Rating ‘C’
A student can:
 present a psychological
view
Rating ‘B’
A student can:

construct and sustain
a psychological view
 support the psychological
view with basic
psychological empirical
evidence.
 draw basic conclusions
 identify sources of key
information with basic
referencing
[using APA Guidelines]
Tasmanian Qualifications Authority
Version 1

provide some relevant
justifications
Rating ‘A’
A student can:

construct and sustain a
[ convincing
psychological view

support the
psychological view with
relevant psychological
empirical evidence.

draw logical
conclusions

formally acknowledge
information with
comprehensive and
accurate references (in
text and Reference
Period of Accreditation: XXXX
Date of Publication:
16
Psychology
List)
[using APA Guidelines]
Criterion 4:
ANALYSE AND EVALUATE IDEAS AND INFORMATION RELATED TO
PSYCHOLOGY
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 explain the relevant
information

interpret information in
a logical and relevant
way
 analyse using
psychological concepts
and ideas
 recognise and use valid
information

evaluate the quality
and validity of
collected information
 draw basic conclusions
Criterion 5:
Rating ‘A’
A student can:

give a detailed
[ interpretation of
information by
providing sound
justification

critically analyse using
psychological concepts
and ideas

critically evaluate the
quality and validity of
collected information

draw logical
conclusions
DEMONSTRATE KNOWLEDGE AND UNDERSTANDING OF
PSYCHOLOGICAL CONCEPTS AND IDEAS
Rating ‘C’
A student can:
 define psychological
concepts and ideas
Tasmanian Qualifications Authority
Version 1
Rating ‘B’
A student can:
Rating ‘A’
A student can:

define and show a
[ clear and detailed
understanding of
psychological concepts
and ideas
Period of Accreditation: XXXXX
Date of Publication:
17
Psychology
TQA 3
 support ideas with simple
examples

support by relevant
examples
 identify and explain a
limited number of
Psychological concepts
and ideas

identify and explain a
range of psychological
concepts and ideas
 use basic and common
psychological concepts
and ideas

use complex and
sophisticated
psychological concepts
and ideas
Criterion 6:

support by general
examples
APPLY PSYCHOLOGICAL PRINCIPLES TO REAL LIFE SITUATIONS
Rating ‘C’
A student can:
Rating ‘B’
A student can:
Rating ‘A’
A student can:
 identify basic
psychological principles in
a real life situation

identify and explore a
[ range of psychological
principles to real life
situations
 apply some relevant
psychological knowledge
and understanding to real
life situations

apply comprehensive
psychological
knowledge and
detailed understanding
to real life situations
 show connections
between specific
psychological principles
and real life situations

show a sophisticated
understanding of the
connection between
specific psychological
principles and real life
situations
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
18
Psychology
Criterion 7:
DEMONSTRATE UNDERSTANDING AND APPLICATION OF
PSYCHOLOGICAL RESEARCH METHODS
Rating ‘C’
A student can:
Rating ‘B’
A student can:
Rating ‘A’
A student can:
 show knowledge of a
range of research
methodologies

show knowledge and
understanding of the
appropriateness of a
range of research
methodologies in
different situations
 show knowledge of the
ethical issues included in
psychological research

show knowledge and
[ application of all the
ethical issues included
in psychological
research
 formulate an appropriate
basic research design

formulate appropriate
and detailed research
design that examines
psychology issues in
depth
 use basic appropriate
format in reporting on their
research

use an appropriate
format in some detail
when reporting on their
research

use comprehensive
and appropriate format
in reporting on their
research
 discuss research findings
and draw conclusions

discuss in detail, show
some evaluation and
draw conclusions from
research findings.

discuss, critically
evaluate in detail and
draw conclusions from
research findings.
QUALIFICATIONS AVAILABLE
Psychology (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
19
Psychology
TQA 3
AWARD REQUIREMENTS
The final award will be determined by the Tasmanian Qualifications Authority from the 12
ratings (7 ratings from the internal assessment and 5 ratings from the external assessment).
The minimum requirements for an award in psychology are as follows:
The minimum requirements for an award in psychology are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
10 ‘A’, 2 ‘B’ ratings (4 ‘A’, 1 ‘B’ from external assessment)
HIGH ACHIEVEMENT
4 ‘A’, 5 ‘B’, 3 ‘C’ ratings (2 ‘A’, 2 ‘B’, 1 ‘C’ from external assessment)
COMMENDABLE ACHIEVEMENT
6 ‘B’ ratings 5 ‘C’ ratings (2 ‘B’, 2 ‘C’ from external assessment)
SATISFACTORY ACHIEVEMENT
10 ‘C’ ratings (3 ‘C’ from external assessment)
PRELIMINARY ACHIEVEMENT
6 ‘C’ ratings
A student who otherwise achieves the rating for a CA (Commendable Achievement) or SA
(satisfactory Achievement) award but who fails to show any evidence of achievement in one or
more criteria (‘Z’ notation) will be issued with a PA (Preliminary Achievement) award.
COURSE EVALUATION
Courses are accredited for a specific period of time (up to five years) and they are evaluated in the
year prior to the expiry of accreditation.
As well, anyone may request a review of a particular aspect of an accredited course throughout the
period of accreditation. Such requests for amendment will be considered in terms of the likely
improvements to the outcomes for students and the possible consequences for delivery of the
course.
The TQA can evaluate the need and appropriateness of an accredited course at any point
throughout the period of accreditation.
Course developer
The TQA acknowledges the significant leadership of Lynn Hendley in the development of this
course.
Accreditation
The accreditation period for this course is from xxx to xxxxx
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
20
Psychology
Version History
This course supersedes xxxxxxxx
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
21
Psychology
TQA 3
[Say here if this course is a direct replacement of any existing course. The TQA
will give the document a version number/date]
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication: